Lesson Plan 1 Health Consumerism and Nature of Health Knowledge

Topic area: Health Stage of Learner: Stage 4 (Year 10) Syllabus Pages: 39
Consumerism and Nature of
Health Knowledge.

Date: 10/08/17 Location Booked: Classroom 7 Lesson Number: 1/3

Time: 60 minutes Total Number of students: 24 Printing/preparation

Outcomes Assessment Students learn Students learn to

about
Syllabus outcomes: Lesson assessment: Health consumerism
5.8 A student critically analyses health  Formative/informal- – Developing critical
information, products and services to debate. literacy skills.
promote health.  Formal assessment – – Influences on selecting
contrasting health health products and
campaigns and services.
Kahoot quiz.
The Nature of Health
Knowledge
– Changes in health
knowledge and keeping
current.
– Dealing with uncertainty
– Accessing accurate
information.
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
 Literacy  Communicating
 Information and communication  Decision – making
technology (ICT) capability  Interacting
 Critical and creative thinking  Problem solving
 Personal and social capability
 Analyse the impact of
peers and the media on
the selection of health
products and services
 Develop and apply criteria
to assess the claims made
by a range of health
products and services
 Identify how and why
health knowledge has
changed and propose
actions that may assist
young people to manage
the constantly changing
nature of health
information

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self-regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

How the quality teaching elements you have identified are achieved within the lesson.

Teaching Indicators of presence in the lesson

element
1.6 Substantive Throughout the lesson students are required to engage in a form of group (pairs, groups of
communication 4 and then the whole class in halves). The communication is mostly oral as students had to
discuss answers and then present them to the class in different forms (presentation and
debate).
2.6 Student The second activity (presentation) students are given the option to present their ideas via a
direction PowerPoint presentation (utilising iPad), interview, debate or mind map.

3.4 Inclusivity Similar to substantive communication, all students are required to participate in different
forms and various group numbers. Dividing students into various numbers of groups allows
the teacher to create an inclusive environment and monitor student’s behaviours to see
what type (and size of group) students excel in.
Time Teaching and learning actions
0-5 Teacher acknowledges the land and people past
and present while a YouTube video plays on the
overhead projector/interactive whiteboard to
gather students’ attention and introduces the
lessons topic -
https://www.youtube.com/watch?v=V06upKOrrNs
. While this is being played the teacher marks the
role.
5 - 20 Utilising the YouTube video just played (on
interactive whiteboard) students will search it up
on their iPad and answer a set of questions in
groups of four. Students will then be able to pause
and rewind the video when needed. Questions will
include (Some of these questions are asked in the
video clip):
 What are the main types of media used
for advertising?
 Think back to the last food or drink
based advertisement you viewed (group
work can be based off one students
response or all), what was that
advertisement? How did that make you
feel? And what drew you to that
advertisement particularly?
Extension activity for gifted learners:
 Create a poster advertisement of your
chosen food to sell to the class.
Students will be given the choice (in their groups)
to present their answers via a PowerPoint
presentation (utilising iPad), interview, debate or
mind map.
20 - Students present group work to the class –
30 approximately two mins each group.
30 - Students choose which side they would like to
40 debate for (preferably half the class for one and
then half for the other). Debate question: Has
health care and the access to it improved from
when your grandparents were teenagers until
now? Discuss your findings with the class. Each
group will have a turn to discuss their evidence for
the chosen side. Each group will have a scribe who
will briefly write their points on the whiteboard
while discussing them. After the activity students
will write these points in their work books or IPad.
40 - Working with a partner student’s will compare and
50 contrast two current health campaigns. Assess the
accuracy and reliability of information presented
in each campaign. Students will create a heading in
their workbook/IPad and write the question and
their answers.
Extension activity for gifted learners: Working with
Organisation Centred
T/S
Teacher: Acknowledges land and takes the role. T
Student: Takes their seats while listening for their
name called out for the role and watching the
YouTube clip.
Teacher positioning: At the front of the classroom
while taking the role.
Resources: Laptop, YouTube clip
https://www.youtube.com/watch?v=V06upKOrrNs
, projector/interactive whiteboard and role.
Teacher: Explains the activity to the class. If S
students do not understand the activity, examples
will be provided. Teacher will answer any
questions asked by students. Teacher will then
divide students into groups of four.
Student: Listens to the explanation given by the
teacher and then asks questions if not too sure.
Using their iPad students will search up the
YouTube video and then will work in the group to
complete the activity.
Teacher positioning: While explaining the activity
stand at the front of the class and then go around
tables to provide support for students and answer
questions if needed.
Resources: IPad and workbooks (for students).
Teacher: Listens and takes notes in regards to each S
presentation.
Student: Students present group work to the class.
Teacher Positioning: Either at the front to the side
at the teacher desk or at the back of the classroom
so as to not distract the group presenting.
Resources: IPad and workbooks (for students).
Teacher: Explains task to students and answers S
any questions in regards to the task.
Student: Choses a side for debate and then works
in their groups to research and come up with
findings to support their claims.
Teacher Positioning: At the front of the class for
explanation and then drifts from one group to
another monitoring students work and answers
any questions.
Resources: White board and markers, students
use their iPad.
Teacher: Explains task to students and answers S
any questions in regards to the task.
Student: Work with a partner sitting at the same
table to complete the activity.
Teacher Positioning: Explain task at the front of
the class and then go around each table
monitoring student’s work or answer any
questions related to the task.
 a partner, research the following common health Resources: Students use IPads for the activity and
myths and discuss where and how these myths then write answers into their workbooks.
originated:
 Gum that is swallowed takes seven years
to digest.
 Cold weather makes you sick.
 Wet hair increases your risk of catching a
cold.
50 - Along with the class students will complete a Teacher: Assembles Kahoot quiz and writes the T/S
60 kahoot true/false quiz for summary and link/password on the board.
terminology practice. The kahoot quiz will also be Student: Clicks the link to the Kahoot quiz and
set up on the interactive whiteboard. Examples of answers the questions along with the class.
questions include True or False: Teacher Positioning: At the front of the classroom.
 Barrier – a deception deliberately Resources: Interactive whiteboard connected to
practiced in order to secure unfair or laptop using the Kahoot quiz website. Students use
unlawful gain, cheat, trick (False). IPads to answer questions.
 Barrier – Something that obstructs or
impedes a boundary limit. Something
that separates or holds apart (True).
 Advertising – The activity of attracting
public attention to a product or business,
as by paid announcements in the print,
broadcast, or electronic media (True).

Reflection
When preparing this lesson I found it easy to incorporate extension questions into
each activity by adding in extra questions or creating another activity. From my
research, I have gathered that creating group work will hopefully promote student
inclusiveness (evidence will be shown in the justification).

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

5.8 A student critically In the fourth and fifth activity students are required to
analyses health information, compare and contrast two current health campaigns and
products and services to assess the question whether health care and the access to
promote health. it has improved over time.

Other considerations

Complete the table below by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with
the standard.

Graduate Standards Evidence within this lesson

3.1 Establish All of the activities in this lesson cover a range of student’s abilities
challenging learning whether it be base level or students who require extension
goals questions.
3.4 Select and use Multiple activities indicate students utilising a form of ICT (mostly
resources IPad or PowerPoint presentation).
4.2 Manage By displaying and making note of the teacher organisation and
classroom activities positioning throughout the activities it is clear to Demonstrate the
capacity to organise classroom activities and provide clear directions.
5.1 Assess student Utilising a range of assessment strategies including formal, informal
learning and formative approaches to assess student learning.

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated
in this lesson? Using your syllabus and support documents as well as other WHS
policy- Outline the key WHS considerations that are to be applied in this lesson?

WHS:
 Ensure that any cords (laptop connected to interactive whiteboard or IPad
chargers) are secure out of the way or are taped with masking tape.

References (In APA)

Healthy Families BC. (2013, September). Take a closer look: Media and health [Video
file]. Retrieved from https://www.youtube.com/watch?v=V06upKOrrNs

Kahoot. (2017). Retrieved from https://kahoot.com/

Resources Attached:
 24 devices needed for ICT (IPad or computer).
 Interactive whiteboard and markers.
 Laptop.